Co-curricular learning: learning through experiences in student government

Salole, Catherine (2014) Co-curricular learning: learning through experiences in student government. Masters thesis, Memorial University of Newfoundland.

[English] PDF (Migrated (PDF/A Conversion) from original format: (application/pdf)) - Accepted Version Available under License - The author retains copyright ownership and moral rights in this thesis. Neither the thesis nor substantial extracts from it may be printed or otherwise reproduced without the author's permission. Download (4MB) [English] PDF - Accepted Version Available under License - The author retains copyright ownership and moral rights in this thesis. Neither the thesis nor substantial extracts from it may be printed or otherwise reproduced without the author's permission. (Original Version)

Abstract

Co-curricular environments have great potential to enhance learning but when compared to the formal curriculum, there are few studies that have investigated the learning that occurs in out-of-class activities. Despite its significant profile and impact on postsecondary campuses, a dearth of literature addresses experiences associated with student government. This qualitative study used Kolb’s (1984) theory of experiential learning as a theoretical framework to guide data collection in order to identify the learning and competencies stemming from participation in student government. The study discovered that participation in student government as an important source of learning that occurred across the six learning domains posited by the Council for the Advancement of Standards in Higher Education. The participants self-identified the majority of their learning in the domains interpersonal competence and practical competence. Participants’ testimonials illuminate this study and underscore the impact that participation in student government can have on learning and personal transformation.

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